Observation/Reflection #1: Starting From the Beginning How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus onhow class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson?
I decided that if I have time to go to both placements each week, then I will make it my mission to attend. With that being said, I was able to go to Westerly M.S. last Monday the 28th and Narragansett H.S. __Wednesday the 30th.__ I am happy to report that I had really positive experiences at both placement sites. My teachers were both warm and inviting, yet held their own council within their most sacred domain; the classroom! I was also very excited that both teachers were knowledgeable yet down to earth. I liked both of their teaching styles and will keep them in mind when I have my own classroom in the future.
My middle school CT stands at the entrance of the classroom and greets each student on the way in. She patiently reminds each student to record the homework that is on the board into their homework agendas. I then went around and gave each student a fun stamp if they had done as the teacher asked. The students seemed to be excited about receiving the stamp and I recognized it was a form of positive reinforcement. My M.S. CT has an essential question on the board to gather the students attention and get them on task for the day's lesson. My CT allowed for 5 minutes of student discussion about the essential question before she officially began class. I thought this was beneficial, for it allowed students to discuss the topic of the day's lesson and prepared their minds for science class, where critical thinking and problem solving is crucial. Once those 5 minutes were up, my CT asked several students to share what their group was discussing.
My high school CT had a more relaxed way procedure for his beginning of class routine. He sat in the front of the room, at his desk, and treated the many students staggering into his classroom. Some students were late and he discussed with the, why being on time is important and beneficial for all students, for if they are late they might miss something important. I liked that my CT and the students were able to have a respectful and appropriate discourse about this topic. When the whole class started to speak at once, he calmed the students down and told them what they were going to be covering that day in class. He told stories about the history of microbiology and made the information relatable to the students lives. I thought this was a great way to start a lesson. Actually, it inspired my story about something in science history that I will be teaching in class the 5th.
Observation/Reflection #2: Eyes in the Back of Your Head: Observing Student Actions From a seat in the rear of the room, observe your students and take notes on what they are doing while the teacher is presenting in the front of the room, while they are supposed to be taking notes, doing seat-work, and/or when they are working in the lab. Look closely at each student for a range of behaviors, and resist the temptation on only see what you expect. Note especially what is happening furthest from the teacher. What strategies are used by your CT to encourage students to attend and engage? Watch carefully how your CT moves around the room. Draw a map of the classroom and sketch a path showing (approximately) this movement. How important is student engagement to your view of how you will teach? What strategies will you employ to encourage student engagement? How will use your proximity to provide feedback and manage student behavior?
My CT had planned to start this block period off with group work. Since it was 7:30am in the morning, the students were a little sleepy and needed something to wake them up. A lot of students are friends in the class and tend to get chatty when grouped with close friends. That being said, my CT placed the students in groups for efficiency. I proceeded to pass out one big dry-erase board to each group. The groups were then handed a textbook and told to turn to a certain page with a timeline on it. This was a timeline of important people in the history of "cells." Each group was given a different person form history to report on to the class.
My CT has a bit of a lax style when it comes to discipline or directions... I noticed that he doesn't circulate around the classroom often, however maybe he doesn't feel the need to because I am circulating constantly. My CT however, will come out from behind his desk and sit on students desks or the lab tables in the back and sides of the room. I imagine he does this to maintain an efficient classroom.
There is no policy against using your phones in class at Narragansett high-school. I do not agree with this policy. I believe students can become easily distracted by their devices and tend to text, play games, or go on social media when they aren't monitored properly. I see this in my practicum at the high-school and quite honestly, it frustrated the hell out of me. When I see students using their phones inappropriately, I simply walk towards them and stand next to there desk. Most students recognize me right away and put there phones down, however some students are so lost in there devices they cannot recognize their surroundings and therefore are not retaining any information. One thing I realized is that if my CT asks students to put their phones down, they all do because they have respect for him, which I admire. A classroom cannot run smoothly without mutual respect and ground rules.
With that being said, student engagement is of the upmost importance to me. Student engagement fosters comprehension of all topics. The more engaged students are, the more likely they are able to comprehend complex material. Therefore, I plan to create lessons which foster student engagement and spark their interest. I believe class culture is also important in getting students engaged initially. Without a clear set of rules, expectations, and procedures built around student safety and success; a classroom has poor management. I also believe being passionate about your content area is important in maintaining student engagement. If you aren't excited about science, than your students will not be either. Lastly, I plan to be a circulating teacher who uses proximity as a managerial strategy to maintain student engagement. While circulating, I can keep a close on student achievement and reduce the risk of undesirable behavior. Circulating is also a useful technique when it comes to giving students frequent and explicit feedback.
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Observation/Reflection #3: A Matter of Style Choose one of the prompts below:
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about the NGSS science and engineering practices. What science practices do you want to stress when you're teaching?
The 6th grade students made terrariums about two weeks ago. Since I was there when we made the terrariums, my CT thought it would be wise for me to lead a discussion about the changes or cool things they observe. I instructed the students to write down at least two interesting things on the whiteboard my CT and I passed out. The students were instructed to have a discussion with their partners and decide what they wanted to share with the class once it came to their turn. My CT and I circulated the classroom while the students were having their scientific discussion about any observation they were making. We offered help to any groups and asked questions to guide their partner discussions to elaborate thinking.
My CT is a nurturing force within the classroom but also lets it known to her students that she is the boss and knows whats best for them. She has a sign in her classroom that says, "I'm not bossy, I just know what you should be doing!" The students seem to really respect her because she respects them as well.
From what I have observed so far, I believe my CT and I have similar teaching styles. We both offer help or provide questions to elaborate thinking whenever we see fit. Neither of us believe putting students on the spot, in front of their peers, benefits them. You should never embarrass a student. Therefore, she taught me her signal for when student's aren't on task. We both circulate around the classroom and engage in frequent interactions with the students. She gives descriptive feedback and praises her students quite often. In a way, she catches them being good and will award a Student of the Week Award to one student who encompassed good character that week. With that being said, my teacher is very empathetic and I believe I am as well. One day, the students and team of teacher partook in the annual school Walk-a-Thon. The students begged my CT to walk with them because they have admiration for her because she respect them. Erica's strict yet warm personality allows her to be the boss within the classroom yet doesn't hinder her ability to create meaningful relationships with her students. With that being said, my CT has created a classroom culture that is both safe and conducive to learning. She encourages students to take risks and delve deeper into discovery and create inquiry skills.
My teacher has four different science classes she sees throughout the day. She has one inclusive class and she definitely uses a more authoritative approach than she does in the other three, noninclusive classrooms. She tends to reiterate directions frequently in her cooperative group and remind them of their goals and of the essential question for the unit. For example, in her three noninclusive classrooms, she lets students read articles on their own, but in her inclusive classroom she reads the article to her students and tends to tighten up transitions more. All in all, I think my students view my teacher as fair. She wants them to succeed and they can sense that.
Observation / Reflection #4: The Game of School In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at least three of the following questions:
What elements of the game of school are you seeing in your placements?
How have you seen teachers fight the game of school in their classes?
What features can you plan into your units that might discourage the GOS?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
What exactly is the game of school?
First, lets discuss what a game is in everyday life. "A game is both a microcosm and a parody of life. It is a charade of something real" (Fried, 95). Now lets examine why most see school as a game. The game of school is when students engage in class as a ritual instead of embracing it as an exploratory and exciting learning opportunity. Instead of being enthused by a lesson, students are simply going through the motions and not comprehending most of the material. R.L. Fried explains the G.O.S. as a mindset or a mood, encompassed by both students and educators. "This obstacle occurs when nobody cares what's going on intellectually in the classroom or the school, when the idea of learning is treated as a mindless duty - something to 'get through any way you can'" (Fried, 93). My CT and I were discussing what the G.O.S. really is and then asked the students within his classes what they thought as well. Most students jumped at the opportunity to take part in this class discussion and seemed excited that we asked them their take. A lot of students stated that it might be easier to play in middle school rater than in high school, but some students disagreed. Some students claimed school is too boring to be engaged and simply get lost day-dreaming. Other students argued that school is too taxing and teachers have too many expectations for them; so they have to cut the corners in order to reduce stress. Therefore, the students sometimes only do the bare minimum in order to get a passing grade. They said that priorities tend to take over and sometimes less important subjects get left in the dust if students hope to maintain their mental stability. I thought this experience was very interesting and it excited me. I truly enjoyed engaging the students in intellectual discourse about a meaningful and relevant topic. What elements of the game of school are you seeing in your placements?
In my high-school placement, I see the game of school being played all too well and much too often. You could go as far to say that some students could even go professional. My CT said, "I play the game within my classroom, but I do it to try and help them and I don't use it as a crutch." At first, this statement shocked me. Then, it made me ponder. Maybe teachers use the GOS within their classes to keep everyone and everything on an even keel. My high school teacher stated it is harder to keep students engaged with a rigorous curriculum, especially because teachers have so much to cover throughout the day. My CT stated that the result is a more teacher-center classroom and with teacher-center instructional practices. My CT also commented that he tries to get students engaged but he can not stop the class from running smoothly if he keeps trying to get all students engaged and involved. Maybe teachers play the game because they to need to prioritize what they need to teach and essential what they want students to take away from their class. Then again, if I see students playing the GOS in my classroom, I plan on doing something about it. With that being said, there are a few features I have thought of that might discourage students to play the Game of School. How have you seen teachers fight the game of school in their classes?
As stated prior, my high-school CT said he plays the game of school a bit in order to keep the class running smoothly. I do not agree with this philosophy. On the other hand, my middle-school CT fights the game of school more than my high-school CT. Erica Reid, my middle-school CT, tends to differentiate instruction frequently and keeps students actively engaged by planning interesting and relevant lessons. She incorporates interactive lessons that focus on the student "doing" rather than the teacher "telling" or "doing." My teacher is enthusiastic and very passionate about her content area. She is always willing to give 110% each and everyday. Erica accommodates and modifies many activities everyday she is in the classroom. What features can you plan into your units that might discourage the GOS?
I don't think there is a simply remedy for discouraging the GOS. Some features to discourage it could be to hook students with phenomena. I believe I would use project-based learning activities that emphasize hands on learning with different forms of manipulative. I want to focus on inquiry assignments that hold student attention. I want to engage students and keep them engaged through asking thought-provoking questions. I plan to give students an interest survey on the first day of classes to get to know them better. I can plan lessons to incorporate some of the interests. I plan to differentiate instruction as often as possible and keep students guessing! Mainly, I plan to be as passionate as a teacher as humanly possible. One cannot expect students to be engaged, if the teacher is not passionate about the content area and material. An educator must be enthusiastic about content and continuously work on how to deliver the message of knowledge. I plan to have a rewards system in my classroom. With that being said, the article stated that outstanding students may be ostracized, therefore, I plan to praise students (but not overpraise) and provide descriptive feedback.
Observation / Reflection #5: What Did Students Learn? Introduction: Teachers often use worksheets to structure students’ individual or group work during class. A good worksheet communicates purpose, instructions, and allows the teacher to quickly assess a student’s progress. As a new teacher, it may be useful for you to take examine a worksheet that has been completed by a student, analyze the task guided by the worksheet, and reflect on what the student learned. This page is meant to support this process. 1. What was the lesson about? (If you can, jot down a summary of the lesson’s topic or its objectives).
This lesson is a formative assessment. The students have been learning about energy flow through ecosystems by creating and observing terrariums and aquariums. This is a lesson I created with home-made manipulatives. The students were to observe their aquariums and have a conversation about it by following the checklist of observation guidelines. The students were then given a worksheet to complete. They had to complete the simple data chart; documenting the conversation they had with their partners just minutes prior. 2. Insert the photo of a student’s worksheet. (If possible, use a ‘scanner’ app on your iPad or iPhone to capture just the page or pages, and use Skitch to label the parts of the worksheet you wish to analyze)
I made a rubric and attached it. This particular student received a 23 out of 23 for total points.
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3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
Item
Task
Key Concept or Skill
Cognitive Level 1 = Low (knowledge) 2= Med (application) 3 = High (synthesis or evaluation)
1
Complete Data Chart
Students converse with each other about what they see in their aquariums and any changes that can be observed. Students recorded these observations on a data chart.
1
2
Drawing
Students were instructed to draw exactly what they see in their aquariums.
1
3
Label Drawings
Students apply their knowledge from class to label what they see in their aquariums.
2
4
Answering Questions
Students apply knowledge by evaluating what they have observed through answering synthesis questions. Students draw on prior knowledge from current unit to answer questions.
3
4. Describe what students were supposed to learn during this lesson.
Students were supposed to analyze their aquariums, draw and label, report any changes, and answer questions based on prior knowledge and things they observed in their aquariums that day. Students were supposed to answer synthesis questions to apply knowledge and critical thinking skills. Students are suppose to show understanding by correctly completing the laboratory worksheet. Students show understanding by expressing, in their own words, what a producer is, consumer, what types of plants we have been studying, what respiration is, and what photosynthesis is. 5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence to you have for this?
The students did very well on this assignment. The student read and understood evidence and this is apparent because the student completed the data chart with relevant observations and whose neat and labeled drawing reflects her observation chart. The student understand what a producer is by explaining that producers make their own food for other organisms. The student understood what a consumer is by saying they eat for energy. The student understood the water cycle by answering critical thinking questions based on the process. The student showed understanding of their knowledge of photosynthesis and cellular respiration by briefly stating what the process is and how it is completed. 6. What might the student still be struggling with? What evidence is present?
I believe the students might have had a little bit of trouble expressing their understanding of cellular respiration. I found this was a common trend among my students. I found it hard to grade this one question because you know what students mean to say, but it doesn't always come out that way when students explain it in their own words. 7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why?
Yes, I was extremely satisfied with this activity. I believe this worksheet and task are an adequate representation on this topic of Ecology and Energy Transfer. Almost every student in the class got what I wanted them to get out of the activity. Students with accommodated worksheets finished at the same time as the rest of the students, which meant I tiered the assignment correctly. This formative assessment also gave me a relative idea about how well the students have comprehended the material thus far. Next time, I would give the students the rubric I created before hand so the students knew exactly what was expected of them.
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson?
I decided that if I have time to go to both placements each week, then I will make it my mission to attend. With that being said, I was able to go to Westerly M.S. last Monday the 28th and Narragansett H.S. __Wednesday the 30th.__ I am happy to report that I had really positive experiences at both placement sites. My teachers were both warm and inviting, yet held their own council within their most sacred domain; the classroom! I was also very excited that both teachers were knowledgeable yet down to earth. I liked both of their teaching styles and will keep them in mind when I have my own classroom in the future.
My middle school CT stands at the entrance of the classroom and greets each student on the way in. She patiently reminds each student to record the homework that is on the board into their homework agendas. I then went around and gave each student a fun stamp if they had done as the teacher asked. The students seemed to be excited about receiving the stamp and I recognized it was a form of positive reinforcement. My M.S. CT has an essential question on the board to gather the students attention and get them on task for the day's lesson. My CT allowed for 5 minutes of student discussion about the essential question before she officially began class. I thought this was beneficial, for it allowed students to discuss the topic of the day's lesson and prepared their minds for science class, where critical thinking and problem solving is crucial. Once those 5 minutes were up, my CT asked several students to share what their group was discussing.
My high school CT had a more relaxed way procedure for his beginning of class routine. He sat in the front of the room, at his desk, and treated the many students staggering into his classroom. Some students were late and he discussed with the, why being on time is important and beneficial for all students, for if they are late they might miss something important. I liked that my CT and the students were able to have a respectful and appropriate discourse about this topic. When the whole class started to speak at once, he calmed the students down and told them what they were going to be covering that day in class. He told stories about the history of microbiology and made the information relatable to the students lives. I thought this was a great way to start a lesson. Actually, it inspired my story about something in science history that I will be teaching in class the 5th.
Observation/Reflection #2: Eyes in the Back of Your Head: Observing Student Actions
From a seat in the rear of the room, observe your students and take notes on what they are doing while the teacher is presenting in the front of the room, while they are supposed to be taking notes, doing seat-work, and/or when they are working in the lab. Look closely at each student for a range of behaviors, and resist the temptation on only see what you expect. Note especially what is happening furthest from the teacher.
What strategies are used by your CT to encourage students to attend and engage? Watch carefully how your CT moves around the room. Draw a map of the classroom and sketch a path showing (approximately) this movement.
How important is student engagement to your view of how you will teach? What strategies will you employ to encourage student engagement? How will use your proximity to provide feedback and manage student behavior?
My CT had planned to start this block period off with group work. Since it was 7:30am in the morning, the students were a little sleepy and needed something to wake them up. A lot of students are friends in the class and tend to get chatty when grouped with close friends. That being said, my CT placed the students in groups for efficiency. I proceeded to pass out one big dry-erase board to each group. The groups were then handed a textbook and told to turn to a certain page with a timeline on it. This was a timeline of important people in the history of "cells." Each group was given a different person form history to report on to the class.
My CT has a bit of a lax style when it comes to discipline or directions... I noticed that he doesn't circulate around the classroom often, however maybe he doesn't feel the need to because I am circulating constantly. My CT however, will come out from behind his desk and sit on students desks or the lab tables in the back and sides of the room. I imagine he does this to maintain an efficient classroom.
There is no policy against using your phones in class at Narragansett high-school. I do not agree with this policy. I believe students can become easily distracted by their devices and tend to text, play games, or go on social media when they aren't monitored properly. I see this in my practicum at the high-school and quite honestly, it frustrated the hell out of me. When I see students using their phones inappropriately, I simply walk towards them and stand next to there desk. Most students recognize me right away and put there phones down, however some students are so lost in there devices they cannot recognize their surroundings and therefore are not retaining any information. One thing I realized is that if my CT asks students to put their phones down, they all do because they have respect for him, which I admire. A classroom cannot run smoothly without mutual respect and ground rules.
With that being said, student engagement is of the upmost importance to me. Student engagement fosters comprehension of all topics. The more engaged students are, the more likely they are able to comprehend complex material. Therefore, I plan to create lessons which foster student engagement and spark their interest. I believe class culture is also important in getting students engaged initially. Without a clear set of rules, expectations, and procedures built around student safety and success; a classroom has poor management. I also believe being passionate about your content area is important in maintaining student engagement. If you aren't excited about science, than your students will not be either. Lastly, I plan to be a circulating teacher who uses proximity as a managerial strategy to maintain student engagement. While circulating, I can keep a close on student achievement and reduce the risk of undesirable behavior. Circulating is also a useful technique when it comes to giving students frequent and explicit feedback.
Observation/Reflection #3: A Matter of Style
Choose one of the prompts below:
- During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
- Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about the NGSS science and engineering practices. What science practices do you want to stress when you're teaching?
The 6th grade students made terrariums about two weeks ago. Since I was there when we made the terrariums, my CT thought it would be wise for me to lead a discussion about the changes or cool things they observe. I instructed the students to write down at least two interesting things on the whiteboard my CT and I passed out. The students were instructed to have a discussion with their partners and decide what they wanted to share with the class once it came to their turn. My CT and I circulated the classroom while the students were having their scientific discussion about any observation they were making. We offered help to any groups and asked questions to guide their partner discussions to elaborate thinking.My CT is a nurturing force within the classroom but also lets it known to her students that she is the boss and knows whats best for them. She has a sign in her classroom that says, "I'm not bossy, I just know what you should be doing!" The students seem to really respect her because she respects them as well.
From what I have observed so far, I believe my CT and I have similar teaching styles. We both offer help or provide questions to elaborate thinking whenever we see fit. Neither of us believe putting students on the spot, in front of their peers, benefits them. You should never embarrass a student. Therefore, she taught me her signal for when student's aren't on task. We both circulate around the classroom and engage in frequent interactions with the students. She gives descriptive feedback and praises her students quite often. In a way, she catches them being good and will award a Student of the Week Award to one student who encompassed good character that week. With that being said, my teacher is very empathetic and I believe I am as well. One day, the students and team of teacher partook in the annual school Walk-a-Thon. The students begged my CT to walk with them because they have admiration for her because she respect them. Erica's strict yet warm personality allows her to be the boss within the classroom yet doesn't hinder her ability to create meaningful relationships with her students. With that being said, my CT has created a classroom culture that is both safe and conducive to learning. She encourages students to take risks and delve deeper into discovery and create inquiry skills.
My teacher has four different science classes she sees throughout the day. She has one inclusive class and she definitely uses a more authoritative approach than she does in the other three, noninclusive classrooms. She tends to reiterate directions frequently in her cooperative group and remind them of their goals and of the essential question for the unit. For example, in her three noninclusive classrooms, she lets students read articles on their own, but in her inclusive classroom she reads the article to her students and tends to tighten up transitions more. All in all, I think my students view my teacher as fair. She wants them to succeed and they can sense that.
Observation / Reflection #4: The Game of School
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
- What elements of the game of school are you seeing in your placements?
- How have you seen teachers fight the game of school in their classes?
- What features can you plan into your units that might discourage the GOS?
- Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
The chapter can be found here:What exactly is the game of school?
First, lets discuss what a game is in everyday life. "A game is both a microcosm and a parody of life. It is a charade of something real" (Fried, 95). Now lets examine why most see school as a game. The game of school is when students engage in class as a ritual instead of embracing it as an exploratory and exciting learning opportunity. Instead of being enthused by a lesson, students are simply going through the motions and not comprehending most of the material. R.L. Fried explains the G.O.S. as a mindset or a mood, encompassed by both students and educators. "This obstacle occurs when nobody cares what's going on intellectually in the classroom or the school, when the idea of learning is treated as a mindless duty - something to 'get through any way you can'" (Fried, 93). My CT and I were discussing what the G.O.S. really is and then asked the students within his classes what they thought as well. Most students jumped at the opportunity to take part in this class discussion and seemed excited that we asked them their take. A lot of students stated that it might be easier to play in middle school rater than in high school, but some students disagreed. Some students claimed school is too boring to be engaged and simply get lost day-dreaming. Other students argued that school is too taxing and teachers have too many expectations for them; so they have to cut the corners in order to reduce stress. Therefore, the students sometimes only do the bare minimum in order to get a passing grade. They said that priorities tend to take over and sometimes less important subjects get left in the dust if students hope to maintain their mental stability. I thought this experience was very interesting and it excited me. I truly enjoyed engaging the students in intellectual discourse about a meaningful and relevant topic.
What elements of the game of school are you seeing in your placements?
In my high-school placement, I see the game of school being played all too well and much too often. You could go as far to say that some students could even go professional. My CT said, "I play the game within my classroom, but I do it to try and help them and I don't use it as a crutch." At first, this statement shocked me. Then, it made me ponder. Maybe teachers use the GOS within their classes to keep everyone and everything on an even keel. My high school teacher stated it is harder to keep students engaged with a rigorous curriculum, especially because teachers have so much to cover throughout the day. My CT stated that the result is a more teacher-center classroom and with teacher-center instructional practices. My CT also commented that he tries to get students engaged but he can not stop the class from running smoothly if he keeps trying to get all students engaged and involved. Maybe teachers play the game because they to need to prioritize what they need to teach and essential what they want students to take away from their class. Then again, if I see students playing the GOS in my classroom, I plan on doing something about it. With that being said, there are a few features I have thought of that might discourage students to play the Game of School.
How have you seen teachers fight the game of school in their classes?
As stated prior, my high-school CT said he plays the game of school a bit in order to keep the class running smoothly. I do not agree with this philosophy. On the other hand, my middle-school CT fights the game of school more than my high-school CT. Erica Reid, my middle-school CT, tends to differentiate instruction frequently and keeps students actively engaged by planning interesting and relevant lessons. She incorporates interactive lessons that focus on the student "doing" rather than the teacher "telling" or "doing." My teacher is enthusiastic and very passionate about her content area. She is always willing to give 110% each and everyday. Erica accommodates and modifies many activities everyday she is in the classroom.
What features can you plan into your units that might discourage the GOS?
I don't think there is a simply remedy for discouraging the GOS. Some features to discourage it could be to hook students with phenomena. I believe I would use project-based learning activities that emphasize hands on learning with different forms of manipulative. I want to focus on inquiry assignments that hold student attention. I want to engage students and keep them engaged through asking thought-provoking questions. I plan to give students an interest survey on the first day of classes to get to know them better. I can plan lessons to incorporate some of the interests. I plan to differentiate instruction as often as possible and keep students guessing! Mainly, I plan to be as passionate as a teacher as humanly possible. One cannot expect students to be engaged, if the teacher is not passionate about the content area and material. An educator must be enthusiastic about content and continuously work on how to deliver the message of knowledge. I plan to have a rewards system in my classroom. With that being said, the article stated that outstanding students may be ostracized, therefore, I plan to praise students (but not overpraise) and provide descriptive feedback.
Observation / Reflection #5: What Did Students Learn?
Introduction: Teachers often use worksheets to structure students’ individual or group work during class. A good worksheet communicates purpose, instructions, and allows the teacher to quickly assess a student’s progress. As a new teacher, it may be useful for you to take examine a worksheet that has been completed by a student, analyze the task guided by the worksheet, and reflect on what the student learned. This page is meant to support this process.
1. What was the lesson about? (If you can, jot down a summary of the lesson’s topic or its objectives).
This lesson is a formative assessment. The students have been learning about energy flow through ecosystems by creating and observing terrariums and aquariums. This is a lesson I created with home-made manipulatives. The students were to observe their aquariums and have a conversation about it by following the checklist of observation guidelines. The students were then given a worksheet to complete. They had to complete the simple data chart; documenting the conversation they had with their partners just minutes prior.
2. Insert the photo of a student’s worksheet. (If possible, use a ‘scanner’ app on your iPad or iPhone to capture just the page or pages, and use Skitch to label the parts of the worksheet you wish to analyze)
I made a rubric and attached it. This particular student received a 23 out of 23 for total points.
3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
1 = Low (knowledge)
2= Med (application)
3 = High (synthesis or evaluation)
Students were supposed to analyze their aquariums, draw and label, report any changes, and answer questions based on prior knowledge and things they observed in their aquariums that day. Students were supposed to answer synthesis questions to apply knowledge and critical thinking skills. Students are suppose to show understanding by correctly completing the laboratory worksheet. Students show understanding by expressing, in their own words, what a producer is, consumer, what types of plants we have been studying, what respiration is, and what photosynthesis is.
5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence to you have for this?
The students did very well on this assignment. The student read and understood evidence and this is apparent because the student completed the data chart with relevant observations and whose neat and labeled drawing reflects her observation chart. The student understand what a producer is by explaining that producers make their own food for other organisms. The student understood what a consumer is by saying they eat for energy. The student understood the water cycle by answering critical thinking questions based on the process. The student showed understanding of their knowledge of photosynthesis and cellular respiration by briefly stating what the process is and how it is completed.
6. What might the student still be struggling with? What evidence is present?
I believe the students might have had a little bit of trouble expressing their understanding of cellular respiration. I found this was a common trend among my students. I found it hard to grade this one question because you know what students mean to say, but it doesn't always come out that way when students explain it in their own words.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why?
Yes, I was extremely satisfied with this activity. I believe this worksheet and task are an adequate representation on this topic of Ecology and Energy Transfer. Almost every student in the class got what I wanted them to get out of the activity. Students with accommodated worksheets finished at the same time as the rest of the students, which meant I tiered the assignment correctly. This formative assessment also gave me a relative idea about how well the students have comprehended the material thus far. Next time, I would give the students the rubric I created before hand so the students knew exactly what was expected of them.